In this chapter, I aim to explore the impact of the conquest of artificial intelligence on school learning. The uncontrollability of authorship in texts, coupled with exponentially greater access to digitally recorded knowledge, poses challenges and excellent opportunities for the genuine democratisation of access to knowledge. The scientific achievements of the past decades in knowledge construction emphasise the importance of collaborative paradigms unfolding in social interactions, such as the cooperative learning paradigm or the paradigmatically new approach of educational constructivism to knowledge, learning, and cognitive development. This chapter illustrates how these paradigms could signify the next level of artificial intelligence-supported learning. Expanding on how collaborative paradigms more efficiently support synchronous or asynchronous online, distance, or emergency education situations beyond traditional in-person or embedded teaching.